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• W3022092695 abstract "IN CROATIAN: Knjiga objedinjuje suvremene teorijske spoznaje o upravljanju procesom ucenja, ali i empirijska istraživanja vezana uz razlicite aspekte ucenja koja su posljednjih godina provedena u Institutu za drustvena istraživanja u Zagrebu. Te su teorijske i empirijske spoznaje poslužile kao osnova za izradu prijedloga kurikuluma međupredmetne teme Uciti kako uciti, izrađenog u sklopu Cjelovite kurikularne reforme 2015./2016. godine. Knjiga sadrži ukupno deset poglavlja. U prvom poglavlju teorijskog dijela knjige Iris Marusic predstavlja razvoj kompetencije uciti kako uciti u međunarodnom kontekstu, s posebnim osvrtom na globalne i europske inicijative obrazovne politike koje definiraju i teorijski razrađuju sastavnice te kompetencije. U drugom poglavlju teorijskog dijela Josip Sabic daje pregled domacih istraživanja pojedinih sastavnica kompetencije uciti kako uciti. Zavrsni dio istog poglavlja posvecen je konceptualizaciji i elaboraciji prijedloga kurikuluma međupredmetne teme uciti kako uciti, jednog od prvih kurikulumskih dokumenata u svijetu u cijem je fokusu razvoj te kompetencije u formalnom sustavu odgoja i obrazovanja. Iducih nekoliko poglavlja posveceno je osnovnim teorijskim postavkama samoregulacije ucenja i njezinim kljucnim sastavnicama, poput strategija ucenja i metakognicije te samoregulacije emocija i motivacije u ucenju. U trecem poglavlju knjige Nina Pavlin-Bernardic i Vlasta Vizek Vidovic opisuju osnovne postavke i zajednicke pretpostavke najvažnijih modela samoreguliranog ucenja. Sljedece poglavlje autorica Nine Pavlin-Bernardic i Vesne Vlahovic-Stetic donosi pregled strategija ucenja i pracenja nastave kao kognitivnih aspekata samoregulacije ucenja, uz vrlo korisne preporuke nastavnicima vezane uz poticanje razvoja strategija ucenja kod ucenika. U petom poglavlju knjige Zrinka Ristic Dedic bavi se metakognitivnim aspektima samoregulacije ucenja, s posebnim naglaskom na ulogu metakognitivnih znanja, vjestina i doživljaja u pracenju, kontroli i regulaciji ucenja te ostvarivanju obrazovnih rezultata i na mogucnost razvoja u skolskom kontekstu. U sestom poglavlju Vlasta Vizek Vidovic detaljno razrađuje samoregulaciju motivacije i emocija u ucenju nudeci pregled relevantnih konstrukata i modela u tim podrucjima, ali i smjernice za poticanje razvoja samoregulacije ucenicke motivacije i emocija u skolskoj praksi. Sedmo poglavlje autorice Zrinke Ristic Dedic predstavlja razlicite pristupe mjerenju samoregulacije ucenja i glavne izazove s kojima se istraživaci susrecu pri ispitivanju i procjenjivanju određenih sastavnica samoreguliranog ucenja. Iduca tri poglavlja knjige predstavljaju izbor tema i nalaza istraživanja vezanih uz kompetenciju uciti kako uciti koji su plod istraživackih interesa skupine istraživaca u Centru za istraživanje i razvoj obrazovanja Instituta za drustvena istraživanja u Zagrebu. Taj dio zapocinje poglavljem autorice Ivane Jugovic u kojem prikazuje teorijske zasade i empirijske nalaze o rodnim aspektima motivacije za ucenje hrvatskih srednjoskolaca. Knjiga se nastavlja poglavljem o vezama licnosti i strategija ucenja ucenika zavrsnog razreda osnovne skole, u kojem autorica Iris Marusic prikazuje nalaze dobivene u nas iz perspektive dosadasnjih empirijskih spoznaja o ulozi licnosti u obrazovanju. U zavrsnome, desetom poglavlju Boris Jokic i Zrinka Ristic Dedic prikazuju neke od rezultata velikoga empirijskog istraživanja o razvijenosti kompetencije uciti kako uciti ucenika osnovnih skola. U poglavlju su prikazani rezultati o ucenickoj percepciji instrumentalne vrijednosti obrazovanja i ucenja za ostvarenje dugorocnih pozitivnih životnih ishoda te o njihovoj percepciji Republike Hrvatske kao pogodnog okružja za ucenje i obrazovanje. --------------- IN ENGLISH: The book includes theoretical knowledge on the regulation of the learning process and empirical research regarding various learning aspects, conducted at the Institute for Social Research in Zagreb during the past few years. These theoretical and empirical insights served as a basis for the development of the proposal for the curriculum of the cross-curricular topic Learning to learn, developed within the Comprehensive Curricular Reform 2015/2016. The book consists of ten chapters. In the first chapter of the theoretical part Iris Marusic presents the development of the learning to learn competence in the international context, with a special view on the global and European educational policy initiatives that define and theoretically elaborate the components of this competence. In the second chapter of the theoretical part Josip Sabic gives a review of research into particular components of the learning to learn competence in Croatia. The concluding part of the same chapter is dedicated to the conceptualization and elaboration of the proposal for the curriculum of the cross-curricular topic learning to learn, being one of the first curricular documents in the world that is focused on the development of this competence in formal education. The succeeding chapters are devoted to the basic theoretical concepts of self-regulation of learning and its key components, such as learning strategies and metacognition, self-regulation of emotions and motivation in learning. In the third chapter Nina Pavlin-Bernardic and Vlasta Vizek Vidovic outline the basic concepts and common assumptions of the most significant models of self-regulated learning. The next chapter by the authors Nina Pavlin-Bernardic and Vesna Vlahovic-Stetic brings a review of learning strategies and modes of class participation as cognitive aspects of self-regulation of learning, along with very useful recommendations for teachers, aimed at encouraging the development of learning strategies among pupils. In the fifth chapter Zrinka Ristic Dedic analyses metacognitive aspects in self-regulation of learning, with a special focus on the role of metacognitive knowledge, skills and experiences in monitoring, control and regulation of learning and achieving educational results, and the possibility of development in the school context. In the sixth chapter Vlasta Vizek Vidovic elaborates in detail the self-regulation of motivation and emotions in learning, offering a review of relevant constructs and models in these research areas, and the guidelines for fostering the development of self-regulation of pupils' motivation and emotions in school practice. The seventh chapter by the author Zrinka Ristic Dedic brings various approaches to measuring self-regulation of learning and the main challenges that researchers are facing when examining and assessing particular components of self-regulated learning. The following three chapters present a selection of topics and research findings related to the learning to learn competence that emerged as a result of the research interests of a group of scholars from the Centre for Educational Research and Development of the Institute for Social Research in Zagreb. This part begins with a chapter by Ivana Jugovic, in which theoretical concepts and empirical findings on gender-related aspects of motivation for learning among Croatian secondary school pupils are presented. The book continues with a chapter on the relations between personality traits and learning strategies of 8th grade elementary school pupils in Croatia, where the author Iris Marusic presents findings from the perspective of to-date empirical knowledge on the role of personality in education. In the final chapter Boris Jokic and Zrinka Ristic Dedic present some of the results of a large empirical research on the development of the learning to learn competence among elementary school pupils. The chapter brings the results on pupils' perception of instrumental value of education and learning for achieving long-term positive life outcomes, and their perception of the Republic of Croatia as a suitable environment for education and learning." @default.
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• W3022092695 title "Kompetencija učiti kako učiti: teorijske osnove i istraživanja u hrvatskom kontekstu" @default.
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